INTERVIEW Specifically, how crucial does Kaye believe early years


education is in ensuring a child’s successful journey through the education system? “We like to think that the DEBP helps young people


make decisions that they won’t regret further down the line,” says Kaye. “I think younger years is when the fundamentals are


learned. It’s very difficult for an employer to see that working with a seven-year-old might make a difference to their business, because it is outside the business planning cycle. However, the decisions aren’t really made at the ages of 14 to 19, most of the decisions are made earlier. “You have fresh minds that will challenge, come up with


ideas and are without preconceived notions; ideas are not closed off. If they can remember that once they enter secondary education then I think the work we do and employers do will be really beneficial in the long term.” With this in mind, Kaye suggests that the strategic


thinking around how to get the best out of early years students, and how best to prepare them for secondary education and/or further education and the world of work, needs to be looked at. She advocates that, despite their formative years,


children learning in a manner synonymous with how the world of work operates can be a powerful strategy. “At primary school, students are able to work in a more


project-based environment which, actually, is more like what we do when we’re at work,” argues Kaye. “Learning English, maths, IT and the likes as part of all-


encompassing school projects, rather than simply sitting a test, is really useful as a skill. Once children progress into secondary education they are placed into silos and taught subjects individually, so those projects are broken down and treated separately, which, perhaps, isn’t a true representation of what happens in the world of work.” The DEBP operates in a landscape that is ever-changing, ensuring no two days are alike. With the conversation and debate surrounding the curriculum and the skills gap more prevalent than ever, Kaye explains that the organisation’s priorities have naturally had to adapt over the years and that such priority shifts can, at times, prove problematic. “Our priorities have certainly changed over the years.


Government support has reappeared quite extensively through the Careers and Enterprise Company and I think employers have become more vocal in terms of what they want education to do,” suggests Kaye. “I think businesses were disappointed in 2011 when the diplomas for 14- to 19-year olds disappeared, because those qualifications were written by employers for a sector and that gave them a bit of a voice. “What disappoints me is the rate of change within the


education sector on a political whim; that is very difficult to plan for. For example, children can be at school now from four to 19-years-old, so how can you plan for a child’s pathway if you have different political views coming along as the Cabinet changes?” “In the STEM world, for example, we have had two major


reports recently, a UK-wide Engineering UK report as well as a D2N2 skills report, which is more local to us. Then there’s also the Industrial Strategy from the Government. The content of all these will affect young people's futures, so schools need to be aware of them. Consequently, they change the focus of our business.” Despite the potential changes to education and the


curriculum, Kaye believes that schools and academies are being given more licence to shape their own destinies, reducing the risk of a one-size-fits-all approach to education. The key, she suggests, is ensuring that education providers


can be judged on their individual merits, rather than as part of a strict set of guidelines that offer no room for manoeuvre. “The move to academies has meant that some schools


have a bit more freedom in the curriculum, although they are targeted on the same things,” explains Kaye. “It’s interesting because you are seeing challenges to the


political forces. JCB Academy, for example, is going to have an Ofsted inspection very soon and it knows that one of those Governmental targets is not effective for its type of school, as it is a very vocationally-focused school.


30 business network July/August 2017


The STEM Ambassador Hub is helping prepare young learners for the world of work


“We know that schools are going to be measured on


where young people progress to after they leave at 16 or 18, which has been a great success story for the JCB Academy. Will it really matter if they don't hit one of the academic targets? Will it get a low mark from Ofsted, or will Ofsted recognise the great things that are coming out of the school?” Education’s primary focus is on developing rounded


individuals that are prepared for adult life – specifically from a career perspective – to enable them to have success. The much-debated skills gap suggests that work is still


required on this score, however Kaye is realistic when it comes to the prospect of reducing or eliminating the skills gap and believes a new approach may be required. “If we take two engineering companies, what both those individual employers need from a young person might be very different,” argues Kaye. “I can’t see how schools will ever be able to cover all


possible skills. For me, it’s about teaching young people to learn quickly so that they can pick up new ideas and transfer what they know in one area into another.” “It’s the transferable skills that I think are an important part


of any young person's education. I have talked to a number of businesses about the skills gap and they all seem to be talking about slightly different things so, with all the will in the world, I don’t think the skills gap at a low level will ever totally disappear.” So what of the future? Kaye believes that, while there is


still work to be done, the education sector is moving in the right direction. “I don’t think we’ll ever get away from tests, however


what we’re seeing is an emphasis on project work being written into the curriculum rather than in addition to the curriculum. I think that will grow as best practice is shared, although it is still early days,” concludes Kaye. “The role for employers is huge, helping teachers set the


context of their subject content and giving young people a reason to learn. I would like there to be a more careful conversation about the way targets are driving behaviours in schools and ensure the right targets are in place for schools and academies moving forward.”


Kaye Twomlow


‘For me, it’s about teaching young people to learn quickly so that they can pick up new ideas and transfer what they know in one area into another’


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